Rhizomatic learning and use of mobile instant messaging platforms: case of University of Technology in South Africa

Abstract

Rapid development and adoption of mobile technologies including mobile instant messaging (MIM) platforms have transformed teaching and learning practices over the past decade. This paper presents an analysis of how students used WhatsApp as an example of a MIM platform to organise their learning activities. Drawing on rhizomatic learning theory (RLT), the study showed that WhatsApp supported students to navigate through a complex network of learning where knowledge was generated beyond the confines of the formal learning context. WhatsApp supported learners during the transition to remote learning that was introduced during the lockdown due to the COVID-19 pandemic. Further, WhatsApp use supported learners to cope well with new learning experiences and practices. The study offers insights into the perspective of learners on the use of technology during challenging and uncertain times. The insights can be useful for lecturers when developing technology strategies and teaching best practices during uncertain times.